Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification

Transcription

1 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification NVQ/Competence-based qualification First registration July 2014

2 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at or Alternatively, you can get in touch with us using the details on our contact us page at About Pearson Pearson is the world's leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at: References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of going to publication. Authorised by Martin Stretton Prepared by Dave Evans ISBN All the material in this publication is copyright Pearson Education Limited 2014

3 Contents Purpose of this specification 1 1 Introducing Pearson Edexcel NVQ/Competencebased qualifications 2 What are NVQ/Competence-based qualifications? 2 2 Qualification summary and key information 3 QCF qualification number and qualification title 4 Qualification objectives 4 Relationship with previous qualifications 4 Apprenticeships 4 Progression opportunities 4 Industry support and recognition 4 Relationship with National Occupational Standards 4 3 Qualification structure 5 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) 5 4 Assessment 8 Assessment requirements/strategy 9 Types of evidence 9 Credit transfer 9 5 Centre resource requirements 10 General resource requirements 10 Specific resource requirements 10 6 Centre recognition and approval 11 Centre recognition 11 Approvals agreement 11 7 Quality assurance of centres 12 8 Programme delivery 13 9 Access and recruitment Access to qualifications for learners with disabilities or specific needs 15

4 11 Unit format 16 Unit title 16 Unit number 16 QCF level 16 Credit value 16 Guided learning hours 16 Unit aim 16 Unit assessment requirements/evidence requirements 16 Learning outcomes 16 Assessment criteria 16 Unit 1: Unit 2: Complying with Statutory Regulations and Organisational Safety Requirements 17 Using and Interpreting Engineering Data and Documentation 23 Unit 3: Working Efficiently and Effectively in Engineering 32 Unit 4: Business Solutions through Creative Thinking 39 Unit 5: Collaborate in a Creative Process 43 Unit 6: Clay Armature Construction in Automotive Design 46 Unit 7: Developing Surfaces in Automotive Clay Modelling 49 Unit 8: Sketch Modelling in Automotive Design 54 Unit 9: Rapid Prototyping in Automotive Design 57 Unit 10: Preparing for Fabrication Work in Experimental Vehicle Engineering 60 Unit 11: Producing Fabricated Structural Components for Experimental Vehicle Engineering 64 Unit 12: Producing Mechanical Engineering Drawings Using a CAD System 68 Unit 13: Producing Components Using Hand Fitting Techniques 79 Unit 14: Preparing and Proving CNC Machine Tool Programs 92 Unit 15: Verify New Product Designs Using a Physical Model 103 Unit 16: Create 3D Models Using a Computer Aided Design System 111 Unit 17: Research a Design Concept 114 Unit 18: Write a Design Brief 118 Unit 19: Interpret a Design Brief and Follow the Design Process 121 Unit 20: Understand the Concept and Techniques Used in Branding 124 Unit 21: Understand Market Research 127 Unit 22: Develop a Presentation 130 Unit 23: Deliver a Presentation 133

5 Unit 24: Understanding Costs and Budgets in an Organisation 137 Unit 25: The History and Social Impact of Creativity and its Influence on Design 139 Unit 26: Research and Evaluate the Nature of Design in a Specific Industry Context 142 Unit 27: Contribute to Running a Project 145 Unit 28: Articulate, Present and Debate Ideas in a Creative Environment 150 Unit 29: Manage Own Time and Efficiency Further information and useful publications Professional development and training Contact us 158 Annexe A: Assessment requirements/strategy: Common Requirements for NVQs in the QCF 159 Annexe B: Assessment requirements/strategy: Engineering NVQ QCF Unit Assessment 167

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7 Purpose of this specification This specification sets out: the objectives of the qualification any other qualification that a learner must have completed before taking the qualification any prior knowledge, skills or understanding which the learner is required to have before taking the qualification the combination of units that a learner must have completed before the qualification will be awarded and any pathways any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded the knowledge, skills and understanding that will be assessed as part of the qualification the method of any assessment and any associated requirements relating to it the criteria against which a learner s level of attainment will be measured (such as assessment criteria) assessment requirements and/or evidence requirements required as specified by the relevant Sector Skills Council/Standards Setting Body assessment requirements/strategy as published by the relevant Sector Skills Council/Standards Setting Body the Apprenticeship Framework in which the qualification is included, where appropriate. Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

8 1 Introducing Pearson Edexcel NVQ/Competence-based qualifications What are NVQ/Competence-based qualifications? National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates. NVQs/Competence-based qualifications are outcomes-based with no fixed learning programme, allowing flexibility in their delivery to meet the individual learner s needs. The qualifications are based on the National Occupational Standards (NOS) for the sector, which define what employees, or potential employees, must be able to do and know, and how well they should undertake work tasks and work roles. Most NVQ/Competence-based qualifications form the competence component of Apprenticeship Frameworks. They are suitable for those in employment or those who are studying at college and have a part-time job or access to a substantial work placement. Most learners will work towards their qualification in the workplace or in settings that replicate the working environment as specified in the assessment requirements/strategy for the sector. Colleges, training centres and/or employers can offer these qualifications provided they have access to appropriate physical and human resources. There are three sizes of NVQ/Competence-based qualification in the QCF: Award (1 to 12 credits) Certificate (13 to 36 credits) Diploma (37 credits and above). Every unit and qualification in the QCF has a credit value. The credit value of a unit specifies the number of credits that will be awarded to a learner who has met the learning outcomes of the unit. The credit value of a unit is based on: one credit for those learning outcomes achievable in 10 hours of learning learning time defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. 2 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

9 2 Qualification summary and key information Qualification title Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) QCF Qualification Number (QN) 601/3565/7 Qualification framework Qualifications and Credit Framework (QCF) Regulation start date 01/07/2014 Operational start date 01/07/2014 Approved age ranges Credit value 115 Assessment of Evidence (internal assessment) Guided learning hours Grading information Entry requirements Funding The qualification and units are graded pass/fail. No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment policy (see Section 9, Access and Recruitment). For details on funding availability, please check the Learning Aims Reference Service (LARS), which replaces the Learning Aim Reference Application (LARA). Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

10 QCF qualification number and qualification title Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit number (URN). The qualification title, unit titles and QN will appear on each learner s final certificate. Centres should tell learners this when recruiting them and registering them with Pearson. There is more information about certification in the Edexcel Information Manual, available on our website: Qualification objectives The Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) is for learners who work in, or want to work, in the automotive industry. It gives learners the opportunity to: demonstrate competence as an automotive clay modeller within the automotive industry develop knowledge and skills related to the specified job roles in the automotive industry have existing skills recognised achieve a nationally-recognised Level 3 qualification develop their own personal growth and engagement in learning. Relationship with previous qualifications This is a new qualification. Apprenticeships Semta include the Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) as the competence component for the Advanced Apprenticeship in Automotive Clay Modelling. Progression opportunities Learners who achieve the Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) can progress to the Pearson BTEC Level 3 Diploma in Automotive Clay Modelling (QCF). Industry support and recognition This qualification is supported by Semta, the Sector Skills Council for Engineering. Relationship with National Occupational Standards This qualification is based on the National Occupational Standards (NOS) in Engineering, which were set and designed by Semta, the Sector Skills Council for Engineering. 4 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

11 3 Qualification structure Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) The learner will need to meet the requirements outlined in the table below before the qualification can be awarded Minimum number of credits that must be achieved 115 Minimum number of credits that must be achieved at Level 3 or above 77 Number of mandatory credits that must be achieved 79 Number of optional credits that must be achieved: A minimum of 28 credits from Optional Group A plus a minimum of 8 credits from Optional Group B 36 Unit Unit number Mandatory units Learners must achieve all 9 units from this group for a total of 79 credits Level Credit Guided learning hours 1 A/601/5013 Complying with Statutory Regulations and Organisational Safety Requirements 2 Y/601/5102 Using and Interpreting Engineering Data and Documentation 3 K/601/5055 Working Efficiently and Effectively in Engineering 4 J/503/9949 Business Solutions through Creative Thinking T/601/6452 Collaborate in a Creative Process T/506/1719 Clay Armature Construction in Automotive Design 7 K/506/1720 Developing Surfaces in Automotive Clay Modelling 8 M/506/1721 Sketch Modelling in Automotive Design 9 T/506/1722 Rapid Prototyping in Automotive Design Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

12 Unit Unit number Optional Group A units Learners must achieve a minimum of 28 credits from this group Level Credit Guided learning hours 10 A/506/1723 Preparing for Fabrication Work in Experimental Vehicle Engineering 11 F/506/1724 Producing Fabricated Structural Components for Experimental Vehicle Engineering 12 F/504/6348 Producing Mechanical Engineering Drawings using a CAD System 13 J/504/6349 Producing Components Using Hand Fitting Techniques 14 F/504/6379 Preparing and Proving CNC Machine Tool Programs 15 D/504/1013 Verify New Product Designs using a Physical Model 16 D/601/6459 Create 3D Models Using a Computer Aided Design System Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

13 Unit Unit number Optional Group B units Learners must achieve a minimum of 8 credits from this group Level Credit Guided learning hours 17 F/601/6485 Research a Design Concept F/601/6518 Write a Design Brief T/601/6483 Interpret a Design Brief and Follow the Design Process 20 R/601/6507 Understand the Concept and Techniques Used in Branding Y/601/6511 Understand Market Research M/601/2528 Develop a Presentation T/601/2529 Deliver a Presentation L/503/9354 Understanding Costs and Budgets in an Organisation 25 T/601/6502 The History and Social Impact of Creativity and its Influence on Design 26 L/601/6490 Research and Evaluate the Nature of Design in a Specific Industry Context J/601/2549 Contribute to Running a Project T/601/6449 Articulate, Present and Debate Ideas in a Creative Environment T/505/1160 Manage Own Time and Efficiency Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

14 4 Assessment This qualification is assessed through an externally verified of Evidence that consists of evidence gathered during the course of the learner s work. To achieve a pass for the full qualification, the learner must achieve all the required units in the stated qualification structure. Each unit has specified learning outcomes and assessment criteria. To pass each unit the learner must: achieve all the specified learning outcomes satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion prove that the evidence is their own. The learner must have an assessment record that identifies the assessment criteria that have been met, and it should be cross-d to the evidence provided. The assessment record should include details of the of evidence and the date of assessment. The unit specification or suitable centre documentation can be used to form an assessment record. It is important that the evidence provided to meet the assessment criteria of the unit and learning outcomes is: Valid Authentic Current Reliable Sufficient relevant to the standards for which competence is claimed produced by the learner sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim indicates that the learner can consistently perform at this level fully meets the requirements of the standards. Learners can provide evidence of occupational competence from: current practice where evidence is generated from a current job role a programme of development where evidence comes from assessment opportunities built into a learning programme, whether at or away from the workplace. The evidence provided must meet the requirements of Semta s, the Sector Skills Council, assessment requirements/strategy. the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of development. They must submit sufficient, reliable, authentic and valid evidence for assessment. Evidence submitted based on RPL should provide confidence that the same level of skill/understanding/knowledge exists at the time of claim as existed at the time the evidence was produced. RPL is acceptable for accrediting a unit, several units, or a whole qualification. Further guidance is available in the policy document Recognition of Prior Learning Policy, available on the Edexcel website. a combination of these. 8 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

15 Assessment requirements/strategy The assessment requirements/strategy for this qualification has been included in Annexe B. It sets out the overarching assessment principles and the framework for assessing the qualification to ensure that it remains valid and reliable. It has been developed by Semta in partnership with employers, training providers, awarding organisations and the regulatory authorities. Types of evidence To achieve a unit, the learner must gather evidence that shows that they have met the required standard specified in the assessment criteria as well as the requirements of the Semta assessment requirements/strategy. As stated in the assessment strategy, the evidence for this qualification can take a variety of forms as indicated below: direct observation of the learner s performance by their assessor (O) outcomes from oral or written questioning (Q&A) products of the learner s work (P) personal statements and/or reflective accounts (RA) outcomes from simulation (S) professional discussion (PD) assignment, project/case studies (A) authentic statements/witness testimony (WT) expert witness testimony (EWT) evidence of Recognition of Prior Learning (RPL). Learners can use the abbreviations for cross-referencing purposes in their portfolios. Learners can also use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is not necessary for learners to have each assessment criterion assessed separately. They should be encouraged to evidence to the relevant assessment criteria. Evidence must be available to the assessor, internal verifier and Pearson standards verifier. Any specific evidence requirements for individual units are stated in the unit introduction for the units in Section 11. There is further guidance about assessment on our website. Please see Section 12 for details. Credit transfer Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF. If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement. Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

16 5 Centre resource requirements As part of the approval process, centres must make sure that the resource requirements below are in place before offering the qualification. General resource requirements Centres must have the appropriate physical resources to support both the delivery and assessment of the qualification. For example, a workplace in line with industry standards, or a Realistic Working Environment (RWE), where permitted, as specified in the assessment requirements/strategy for the sector, equipment, IT, learning materials, teaching rooms. Where permitted, RWE must offer the same conditions as the normal day-today working environment, with a similar range of demands, pressures and requirements for cost-effective working. Centres must meet any specific human and physical resource requirements outlined in the assessment requirements/strategy in Annexe A. Staff assessing learners must meet the occupational competence requirements within the overarching assessment requirements/strategy for the sector. There must be systems in place to ensure the continuing professional development for staff delivering the qualification. Centres must have appropriate health and safety policies, procedures and practices in place for the delivery of the qualification. Centres must deliver the qualification in accordance with current equality legislation. For further details on Pearson s commitment to the Equality Act 2010, please see Section 9, Access and recruitment and Section 10, Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, Specific resource requirements Many units have specific resource requirements that centres must meet. See the details in the Essential Resources section of the unit. 10 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

17 6 Centre recognition and approval Centre recognition Centres that have not previously offered Pearson Edexcel accredited vocational qualifications need to apply for, and be granted, centre recognition and approval as part of the process for approval to offer individual qualifications. Existing centres will be given automatic approval for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met. Guidance on seeking approval to deliver Pearson Edexcel vocational qualifications is available at Approvals agreement All centres are required to enter into an approval agreement, which is a formal commitment by the head or principal of a centre, to meet all the requirements of the specification and any associated codes, Conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval. Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

18 7 Quality assurance of centres Quality assurance is at the heart of vocational qualifications. Centres will internally assess NVQs/Competence-based qualifications using internal quality assurance procedures to ensure standardisation of assessment across all learners. Pearson uses external quality assurance procedures to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For the qualifications in this specification, the Pearson quality assurance model is as described below. Centres offering Pearson Edexcel NVQs/Competence-based qualifications will usually receive two standards verification visits per year (a total of two days per year). The exact frequency and duration of standards verifier visits must reflect the centre s performance, taking account of the number: of assessment sites and throughput of learners and turnover of assessors and turnover of internal verifiers. For centres offering a full Pearson BTEC Apprenticeship (i.e. all elements of the Apprenticeship are delivered with Pearson through registration of learners on a Pearson BTEC Apprenticeship framework) a single standards verifier will be allocated to verify all elements of the Pearson BTEC Apprenticeship programme. If a centre is also offering stand-alone NVQs/Competence-based qualifications in the same sector as a full Pearson BTEC Apprenticeship, the same standards verifier will be allocated. In order for certification to be released, confirmation is required that the National Occupational Standards (NOS) for assessment, verification and for the specific occupational sector are being consistently met. Centres are required to declare their commitment to ensuring quality and to providing appropriate opportunities for learners that lead to valid and accurate assessment outcomes. For further details, please go to the UK NVQ Quality Assurance Centre Handbook and the Edexcel NVQs, SVQs and competence-based qualifications Delivery Requirements and Quality Assurance Guidance on our website, at 12 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

19 8 Programme delivery Centres are free to offer the qualifications using any mode of delivery (for example full-time, part-time, evening only, distance learning,) that meets learners needs. However, centres must make sure that learners have access to the resources identified in the specification and to the sector specialists delivering and assessing the units. Centres must have due regard to Pearson s policies that may apply to different modes of delivery. Those planning the programme should aim to address the occupational nature of the qualification by: engaging with learners, initially, through planned induction, and subsequently through the involvement of learners in planning for assessment opportunities using naturally occurring workplace activities and products to present evidence for assessment against the requirements of the qualification developing a holistic approach to assessment by matching evidence to different assessment criteria, learning outcomes and units, as appropriate, thereby reducing the assessment burden on learners and assessors taking advantage of suitable digital methods to capture evidence. Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

20 9 Access and recruitment Pearson s policy regarding access to its qualifications is that: they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications. Centres must ensure that their learner recruitment process is conducted with integrity. This includes ensuring that applicants have appropriate information and advice about the qualification to ensure that it will meet their needs. Centres should review applicants prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification. For learners with disabilities and specific needs, this review will need to take account of the support available to them during the delivery and assessment of the qualification. The review must take account of the information and guidance in Section 10, Access to qualifications for learners with disabilities or specific needs. 14 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

21 10 Access to qualifications for learners with disabilities or specific needs Equality and fairness are central to our work. Pearson s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner. We are committed to making sure that: learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Learners taking a qualification can be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments. Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable Adjustments and Special Consideration for General and Vocational qualifications. Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units. These documents are available on our website, at Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

22 11 Unit format Each unit has the following sections. Unit title The unit title is on the QCF and this form of words will appear on the learner s Notification of Performance (NOP). Unit number Each unit is assigned a unit number that appears with the unit title on the Register of Regulated Qualifications. QCF level All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level. Credit value All units have a credit value. When a learner achieves a unit, they gain the specified number of credits. The minimum credit value is 1 and credits can be awarded in whole numbers only. Guided learning hours Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition includes workplace guidance to support the development of practical job-related skills, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes the time spent by staff assessing learners achievements, for example in the assessment of competence for NVQs/Competence-based qualifications. Unit aim This gives a summary of what the unit aims to do. Unit assessment requirements/evidence requirements The SSC/B set the assessment/evidence requirements. Learners must provide evidence according to each of the requirements stated in this section. Learning outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. Assessment criteria The assessment criteria specify the standard required by the learner to achieve the learning outcome. 16 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

23 Unit 1: Complying with Statutory Regulations and Organisational Safety Requirements Unit number: A/601/5013 QCF level: 2 Credit value: 5 Guided learning hours: 35 Unit aim The purpose of this unit is to ensure the learner is able to comply with statutory regulations and organisational safety requirements within their own area of work. Unit assessment requirements/evidence requirements This unit must be assessed in a work environment and must be assessed in accordance with the Common Requirements for National Vocational Qualifications (NVQ) in the QCF, which can be found in Annexe A. Semta has published additional assessment requirements. Please refer to the Engineering NVQ QCF Unit Assessment Strategy in Annexe B. Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

24 Learning outcomes and assessment criteria To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Evidence 1 Comply with statutory regulations and organisational safety requirements 1.1 Comply with their duties and obligations as defined in the Health and Safety at Work Act 1.2 Demonstrate their understanding of their duties and obligations to health and safety by: applying in principle their duties and responsibilities as an individual under the Health and Safety at Work Act identifying, within their organisation, appropriate sources of information and guidance on health and safety issues, such as: - eye protection and personal protective equipment (PPE) - COSHH regulations - risk assessments identifying the warning signs and labels of the main groups of hazardous or dangerous substances complying with the appropriate statutory regulations at all times 1.3 Present themselves in the workplace suitably prepared for the activities to be undertaken 1.4 Follow organisational accident and emergency procedures 18 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

25 Learning outcomes Assessment criteria Evidence 1.5 Comply with emergency requirements, to include: identifying the appropriate qualified first-aiders and the location of first aid facilities identifying the procedures to be followed in the event of injury to themselves or others following organisational procedures in the event of fire and the evacuation of premises identifying the procedures to be followed in the event of dangerous occurrences or hazardous malfunctions of equipment 1.6 Recognise and control hazards in the workplace 1.7 Identify the hazards and risks that are associated with the following: their working environment the equipment that they use materials and substances (where appropriate) that they use working practices that do not follow laid down procedures 1.8 Use correct manual lifting and carrying techniques 1.9 Demonstrate one of the following methods of manual lifting and carrying: lifting alone with assistance of others with mechanical assistance Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

26 Learning outcomes Assessment criteria Evidence 1.10 Apply safe working practices and procedures to include: maintaining a tidy workplace, with exits and gangways free from obstruction using equipment safely and only for the purpose intended observing organisational safety rules, signs and hazard warnings taking measures to protect others from any harm resulting from the work that they are carrying out 2 Know how to comply with statutory regulations and organisational safety requirements 2.1 Describe the roles and responsibilities of themselves and others under the Health and Safety at Work Act, and other current legislation (such as the Management of Health and Safety at Work Regulations, Workplace Health and Safety and Welfare Regulations, Personal Protective Equipment at Work Regulations, Manual Handling Operations Regulations, Provision and Use of Work Equipment Regulations, Display Screen at Work Regulations, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations) 2.2 Describe the specific regulations and safe working practices and procedures that apply to their work activities 2.3 Describe the warning signs for the seven main groups of hazardous substances defined by Classification, Packaging and Labelling of Dangerous Substances Regulations 2.4 Explain how to locate relevant health and safety information for their tasks, and the sources of expert assistance when help is needed 20 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

27 Learning outcomes Assessment criteria Evidence 2.5 Explain what constitutes a hazard in the workplace (such as moving parts of machinery, electricity, slippery and uneven surfaces, poorly placed equipment, dust and fumes, handling and transporting, contaminants and irritants, material ejection, fire, working at height, environment, pressure/stored energy systems, volatile, flammable or toxic materials, unshielded processes, working in confined spaces) 2.6 Describe their responsibilities for identifying and dealing with hazards and reducing risks in the workplace 2.7 Describe the risks associated with their working environment (such as the tools, materials and equipment that they use, spillages of oil, chemicals and other substances, not reporting accidental breakages of tools or equipment and not following laid down working practices and procedures) 2.8 Describe the processes and procedures that are used to identify and rate the level of risk (such as safety inspections, the use of hazard checklists, carrying out risk assessments, COSHH assessments) 2.9 Describe the first aid facilities that exist within their work area and within the organisation in general; the procedures to be followed in the case of accidents involving injury 2.10 Explain what constitute dangerous occurrences and hazardous malfunctions, and why these must be reported even if no one is injured 2.11 Describe the procedures for sounding the emergency alarms, evacuation procedures and escape routes to be used, and the need to report their presence at the appropriate assembly point Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

28 Learning outcomes Assessment criteria Evidence 2.12 Describe the organisational policy with regard to fire fighting procedures; the common causes of fire and what they can do to help prevent them 2.13 Describe the protective clothing and equipment that is available for their areas of activity 2.14 Explain how to safely lift and carry loads, and the manual and mechanical aids available 2.15 Explain how to prepare and maintain safe working areas; the standards and procedures to ensure good housekeeping 2.16 Describe the importance of safe storage of tools, equipment, materials and products 2.17 Describe the extent of their own authority, and to whom they should report in the event of problems that they cannot resolve Learner name: : Learner signature: : Assessor signature: : Internal verifier signature: (if sampled) : 22 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

29 Unit 2: Using and Interpreting Engineering Data and Documentation Unit number: Y/601/5102 QCF level: 2 Credit value: 5 Guided learning hours: 25 Unit aim The purpose of this unit is to ensure the learner is able to source engineering data and documentation and can use this information to ensure that work output meets the specification. Unit assessment requirements/evidence requirements This unit must be assessed in a work environment and must be assessed in accordance with the Common Requirements for National Vocational Qualifications (NVQ) in the QCF, which can be found in Annexe A. Semta has published additional assessment requirements. Please refer to the Engineering NVQ QCF Unit Assessment Strategy in Annexe B. Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

30 Learning outcomes and assessment criteria To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Evidence 1 Use and interpret engineering data and documentation 1.1 Use the approved source to obtain the required data and documentation 1.2 Use the data and documentation and carry out all of the following: check the currency and validity of the data and documentation used exercise care and control over the documents at all times correctly extract all necessary data in order to carry out the required tasks seek out additional information where there are gaps or deficiencies in the information obtained deal with or report any problems found with the data and documentation make valid decisions based on the evaluation of the engineering information extracted from the documents return all documents to the approved location on completion of the work complete all necessary work-related documentation such as production documentation, installation documentation, maintenance documentation, planning documentation 1.3 Correctly identify, interpret and extract the required information 24 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

31 Learning outcomes Assessment criteria Evidence 1.4 Extract information that includes three of the following: materials or components required dimensions tolerances build quality installation requirements customer requirements timescales financial information operating parameters surface texture requirements location/orientation of parts process or treatments required dismantling/assembly sequence inspection/testing requirements number/volumes required repair/service methods method of manufacture weld and size operations required Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

32 Learning outcomes Assessment criteria Evidence connections to be made surface finish required shape or profiles fault-finding procedures safety/risk factors environmental controls specific data (such as component data, maintenance data, electrical data, fluid data) resources (such as tools, equipment, personnel) utility supply details (such as electricity, water, gas, air) location of services, including standby and emergency backup systems circuit characteristics (such as pressure, flow, current, voltage, speed) protective arrangements and equipment (such as containment, environmental controls, warning and evacuation systems and equipment) other specific related information 1.5 Use the information obtained to ensure that work output meets the specification 26 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

33 Learning outcomes Assessment criteria Evidence 1.6 Use information extracted from documents to include one from the following: drawings (such as component drawings, assembly drawings, modification drawings, repair drawings, welding/fabrication drawings, distribution and installation drawings) diagrams (such as schematic, fluid power diagrams, piping, wiring/circuit diagrams) manufacturer s manuals/drawings approved sketches technical illustrations photographic representations visual display screen information technical sales/marketing documentation contractual documentation other specific drawings/documents Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

34 Learning outcomes Assessment criteria Evidence 1.7 Use information extracted from related documentation, to include two from the following: instructions (such as job instructions, drawing instructions, manufacturer s instructions) specifications (such as material, finish, process, contractual, calibration) materials (such as manuals, tables, charts, guides, notes) schedules operation sheets service/test information planning documentation quality control documents company specific technical instructions national, international and organisational standards health and safety standards relating to the activity (such as COSHH) other specific related documentation 1.8 Deal promptly and effectively with any problems within their control and report those which cannot be solved 1.9 Report any inaccuracies or discrepancies in documentation and specifications 28 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

35 Learning outcomes Assessment criteria Evidence 2 Know how to use and interpret engineering data and documentation 2.1 Explain what information sources are used for the data and documentation that they use in their work activities 2.2 Explain how documents are obtained, and how to check that they are current and valid 2.3 Explain the basic principles of confidentiality (including what information should be available and to whom) 2.4 Describe the different ways/formats that data and documentation can be presented (such as such as drawings, job instructions product data sheets, manufacturers manuals, financial spreadsheets, production schedules, inspection and calibration requirements, customer information) 2.5 Explain how to use other sources of information to support the data (such as electronic component pin configuration specifications, charts, standards, bend allowances required for material thickness, electrical conditions required for specific welding rods, mixing ratios for bonding and finishing materials, metal specifications and inspection requirements, health and safety documentation) 2.6 Describe the importance of differentiating fact from opinion when reviewing data and documentation 2.7 Describe the importance of analysing all available data and documentation before decisions are made 2.8 Describe the different ways of storing and organising data and documentation to ensure easy access 2.9 Describe the procedures for reporting discrepancies in the data or documentation, and for reporting lost or damaged documents Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

36 Learning outcomes Assessment criteria Evidence 2.10 Describe the procedures for reporting discrepancies in the data or documentation, and for reporting lost or damaged documents 2.11 Explain the care and control procedures for the documents, and how damage or graffiti on documents can lead to scrapped work 2.12 Explain the importance of returning documents to the designated location on completion of the work activities 2.13 Explain what basic drawing conventions are used and why there needs to be different s of drawing (such as isometric and orthographic, first and third angle, assembly drawings, circuit and wiring diagrams, block and schematic diagrams) 2.14 Explain what s of documentation are used and how they interrelate (such as production drawings, assembly drawings, circuit and wiring diagrams, block and schematic diagrams) 2.15 Explain the imperial and metric systems of measurement; tolerancing and fixed points 2.16 Describe the meaning of the different symbols and abbreviations found on the documents that they use (such as surface finish, electronic components, weld symbols, linear and geometric tolerances, pressure and flow characteristics) 2.17 Describe the extent of their own responsibility, when to act on their own initiative to find, clarify and evaluate information, and to whom they should report if they have problems that they cannot resolve 30 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

37 Learner name: : Learner signature: : Assessor signature: : Internal verifier signature: (if sampled) : Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited

38 Unit 3: Working Efficiently and Effectively in Engineering Unit number: K/601/5055 QCF level: 3 Credit value: 5 Guided learning hours: 25 Unit aim This unit is about working efficiently and effectively in the workplace and includes preparing for work carried out. This involves checking available resources, dealing with problems, working with others and contributing to the review of working practices and procedures. Unit assessment requirements/evidence requirements This unit must be assessed in a work environment and must be assessed in accordance with the Common Requirements for National Vocational Qualifications (NVQ) in the QCF, which can be found in Annexe A. Semta has published additional assessment requirements. Please refer to the Engineering NVQ QCF Unit Assessment Strategy in Annexe B. 32 Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited 2014

39 Learning outcomes and assessment criteria To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. Learning outcomes Assessment criteria Evidence 1 Work efficiently and effectively in engineering 1.1 Work safely at all times, complying with health and safety and other relevant regulations and guidelines 1.2 Prepare the work area to carry out the engineering activity 1.3 Prepare to carry out the engineering activity, taking into consideration all of the following, as applicable to the work to be undertaken: the work area is free from hazards and is suitably prepared for the activities to be undertaken any required safety procedures are implemented any necessary personal protection equipment is obtained and is in a usable condition tools and equipment required are obtained and checked that they are in a safe and useable condition all necessary drawings, specifications and associated documentation is obtained job instructions are obtained and understood the correct materials or components are obtained storage arrangements for work are appropriate appropriate authorisation to carry out the work is obtained Pearson Edexcel Level 3 NVQ Diploma in Automotive Clay Modelling (QCF) Specification Issue 1 August 2014 Pearson Education Limited